Skills Development Progress Report FLUID POWER QUALIFICATION

1. Skills Development Progress Report FLUID POWER QUALIFICATION

2. Education & Training Band NQF Level Qualification Type Education Equivalent Provider Type Higher 8 Doctorates Further Research Degrees PhD Masters Universities Technikons ProfessionalInst. 7 Higher Degrees Professional Qualifications Honours 6 First Degrees Higher Diplomas Bachelors T4 Universities Technikons Professional Inst. Colleges Workplace 5 Diplomas Occupational Certificates T3/S3/N6 Further 4 Certificates Gr 12/N3 Schools, Workplace NGOs, Colleges 3 Certificates Gr 11/N2 2 Certificates Gr 10/N1 General 1 Senior Phase Gr 7-9 / ABET 4 Schools Workplace NGOs Providers Community Intermediate Phase Gr 4-6 / ABET 3 Foundation Phase Gr 1-3 / ABET 2 Pre-school Phase ABET 1 FLUID POWER QUALIFICATION WHERE DOES THE QUALIFICATION FIT IN?

3. Our Purpose To Develop qualifications at level 2-5 in Fluid Power Our Programme Conduct an overview of SAQA and OBL Conduct an Outcomes Analysis Identified potential unit standard titles Identified existing unit standards Compiled a unit standard titles matrix for the qualification Collected and collated available information for writing unit standards FLUID POWER QUALIFICATION WHAT PROCESS DID WE FOLLOW?

4. The Fluid Power Qualifications Matrix is a list of all the unit standards that go towards making up the qualification. They are separated into the different NQF levels of the qualification The matrix explains the credits of each unit standard. The ID of the unit standard is given. (registered number with SAQA) The category each unit standard falls into is defined. Fundamental component Core component Elective component FLUID POWER QUALIFICATION Fluid Power Qualifications Matrix

5. Within the Fluid Power Industry we had to cater for the different disciplines of hydraulics, pneumatics, and fluid conveyance systems. Within these disciplines we had to cater for the theoretical and repair sides of the business. In the end we have landed up with a system where one can specialize specifically in either a hydraulic or pneumatic qualification. The other disciplines of repairs, hose assemblies and piping are parts of the hydraulic or pneumatic qualification FLUID POWER QUALIFICATION

6. FLUID POWER QUALIFICATION WHY IT IS IMPORTANT • Develop and recognize the workforce skills of the those currently employed in the fluid power industry • Increase investment in fluid power training and improve return thereon • Encourage workplace training and learning and make it relevant for the industry • Ensure the quality of the training is maintained at an acceptable standard

7. All employees employed in the industry who wish to further themselves in a technical career in fluid power Employers who want to train there employees and who require a standard and path to follow with the workplace and theoretical training. Customers and End users of fluid power products who wish to have their employees have a better understanding of fluid power Small fluid power companies who do not have the infrastructure to do in house training will be able to plan a training path for their employees. FLUID POWER QUALIFICATION WHO SHOULD BE DOING THE QUALIFICATION?

8. Fluid Power – Level 2

9. FLUID POWER QUALIFICATION LEVEL 2 • The primary skills that are recognised by this qualification include the ability to: • Demonstrate understanding of the principles of fluid power. • Demonstrate a basic knowledge of hydraulic components. • Demonstrate a basic knowledge of pneumatic components. • Identify hose and fluid power connectors. • Install test, maintain and commission basic electrical circuits. • Select use and care for engineering tools. • These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

10. This qualification consists of a minimum of 120 credits made up as follows: Communication Candidates are required to achieve all 20 credits for communication from the available fundamental unit standards. Mathematical Literacy Candidates are required to demonstrate achievement of all 16 credits for mathematics unit standards within the context of fluid power operations. Candidates must achieve all 69 credits from the core unit standards. Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 15 credits. FLUID POWER QUALIFICATION LEVEL 2

11. LEARNING ASSUMED TO BE IN PLACE It is assumed that learners entering a programme towards this qualification have the ability to communicate at NQF level 1 and have mathematical literacy skills at NQF level 1. The learning is practical in nature and it is further assumed that learners will have access to a fluid power workshop, whether through the training provider or an employer. RECOGNITION OF PREVIOUS LEARNING This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support provided to assist in the process of developing a portfolio. While this is primarily a work-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.  FLUID POWER QUALIFICATION LEVEL 2

12. Fluid Power – Level 3

13. FLUID POWER QUALIFICATION LEVEL 3 • The primary skills that are recognised by this qualification include the ability to: • Understand the operating principles of fluid power components • Install, test and maintain basic fluid power systems • Manipulate, install and route fluid power pipes and tubes • Select fluid power seals • Clean fluid conveyance systems • These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

14. This qualification consists of a minimum of 135 credits made up as follows: Communication Candidates are required to achieve all 21 credits for communication from the available fundamental unit standards. Mathematical Literacy Candidates are required to demonstrate achievement of all 16 credits for mathematics unit standards within the context of fluid power operations. Candidates must achieve all 74 credits from the core unit standards. Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 24 credits. FLUID POWER QUALIFICATION LEVEL 3

15. Fluid Power – Level 4

16. FLUID POWER QUALIFICATION LEVEL 4 • This qualification caters for learners who choose to specialise in either hydraulic or pneumatic elements and is split into two elective streams. The primary skills that are recognised by this qualification include the ability to: • Work as a member of a project team • Install and program basic programmable logic controllers • Design a basic pneumatic system • And either • Install and maintain hydraulic systems • Test and repair hydraulic components • Or • Install and maintain pneumatic systems • Test and repair pneumatic components • Design advanced pneumatic systems • Depending on the area of specialisation chosen. • These capabilities require an understanding of electrical theory and fluid power principles, concepts of measurement, engineering drawings and circuit diagrams. Hand skills and the use of tools play an important role in this qualification.

17. This qualification consists of a minimum of 135 credits made up as follows: Communication Candidates are required to achieve all 23 credits for communication from the available fundamental unit standards. Mathematical Literacy Candidates are required to demonstrate achievement of all 16 credits for mathematics unit standards within the context of fluid power operations. Candidates must achieve all 36 credits from the core unit standards. Candidates will be required to select a specialisation stream in either hydraulics or pneumatics. If the hydraulic specialisation is chosen, all 53 credits from the stream core unit standards must be achieved, and if the pneumatic specialisation is chosen, all 37 credits from the stream core unit standards must be achieved. Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 7 credits if the hydraulic specialisation was elected, or 23 credits if the pneumatic specialisation was elected. FLUID POWER QUALIFICATION LEVEL 4

18. Fluid Power – Level 5

19. This qualification caters for learners who choose to specialise in either hydraulic or pneumatic elements and is split into two elective streams. The primary skills that are recognised by this qualification include the ability to: Communicate effectively Demonstrate knowledge of fluid power design Work as a member of a project team And either Design hydraulic circuits Or Design integrated electro-pneumatic circuits Depending on the area of specialisation chosen. These capabilities require an understanding of electrical theory and fluid power principles, physics, concepts of measurement, engineering drawings and circuit diagrams. Lateral thinking and technical calculations play an important role in this qualification. FLUID POWER QUALIFICATION LEVEL 5

20. This qualification consists of a minimum of 130 credits made up as follows: Candidates must achieve all 38 credits from the fundamental unit standards. Candidates must achieve all 48 credits from the core unit standards. Candidates will be required to select a specialisation stream in either hydraulics or pneumatics. If the hydraulic specialisation is chosen, all 30 credits from the stream core unit standards must be achieved, and if the pneumatic specialisation is chosen, all 27 credits from the stream core unit standards must be achieved. Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 14 credits if the hydraulic specialisation was elected, or 17 credits if the pneumatic specialisation was elected. FLUID POWER QUALIFICATION LEVEL 5

21. One can obtain detailed versions of the unit standards of the qualification at SAQA website www.saqa.gov.za – where copies of all the registered unit standards are kept FLUID POWER QUALIFICATION

22. Qualification Diagram NSB Approval process ETQA Approval Process SGG Core Unit Standards Including Unique & Generic Standards REGISTERED • Service Providers • Training • Assessment • Moderation Elective Unit Standards Qualification matrix NQF2,3 4 &5 Choice Fundamental Unit standards Maintaining quality of assessment Assessment Criteria Training Solutions National Certificate in Fluid Power The “South African Fluid Power Association” (SAFPA)

23. The SAQA is responsible for setting up and maintaining a National Qualifications Framework (NQF). This framework provides a way of getting formal recognition for learning, and takes into account that learning may be achieved in different ways. The Manufacturing, Engineering and Related Services SectorEducation and Training Authority (MERSETA) is one of the ETQAs involved in implementing the NQF In Outcomes Based Education (OBE), assessment is an integral part of learning. It is important to have high quality assessment practices to ensure the success and credibility of the outcome-based education and training system.

25. Assessment

26. The provider needs to manage assessment in terms of: Design and development of assessment tools Assessment practices Recognition of prior learning The registration of the assessor and moderator The process of certifying the learner as competent The process of lodging an appeal Moderation of assessment Storage and retrieval of records FLUID POWER QUALIFICATION

27. What is an Assessor? A person who is registered by the relevant ETQA in accordance with criteria established for this purpose by the Standards Generating Body to measure the achievement of specified NQF standards or qualifications. FLUID POWER QUALIFICATION Assessment of performance

28. What is it...? a structured process for gathering evidence + making judgements about an individual’s performance in relation to registered national standards. Why do we do it…? checking candidate progress... diagnosis… performance appraisal... recruitment or promotion… FLUID POWER QUALIFICATION Assessment of performance

29. Observing the learner at work (in primary activities as well as in other interactions) or by relevant simulations Asking questions and initiating short discussions to test understanding Evaluating records and reports While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes. The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities required of fluid power. The assessment process should also establish how the critical outcomes have been advanced by the learning process.  FLUID POWER QUALIFICATION How is an assessment done?

30. Appropriate qualification in the field of engineering, with a minimum of 5 years experience in the field of fluid power. The subject matter experience of the assessor can be established by recognition of prior learning Appropriate experience and understanding of assessment theory, processes and practices Good interpersonal skills and ability to balance the conflicting requirements of: Maintaining national standards The interests of the learner The need for transformation and redressing the legacies of the past The cultural background and language of the learner Registration as an assessor with the relevant ETQA  FLUID POWER QUALIFICATION CRITERIA FOR THE REGISTRATION OF ASSESSORS

31. Moderation

32. Moderation in the Manufacturing, Engineering and Related Services sector is a process that exists to ensure that all assessors who assess against a particular unit standard or qualification make use of comparable assessment guides and make similar and consistent judgements about a candidate’s competence against registered unit standards or qualifications. The judgements made by the different assessors within a provider and between providers must be comparable. Moderation

33. Functions of Moderation The main functions of moderation in theManufacturing, Engineering and Related Services sector are to: Verify that assessments are fair, valid and consistent Identify the need to redesign the assessment if required Provide appeal procedures for dissatisfied learners Provide a procedure for the re-assessment of learners Evaluate the performance of assessors Moderation

34. Categories of Moderation In the Manufacturing, Engineering and Related Services sector, the three categories of moderation are:- Internal moderation:The provider registers the moderator with the MERSETA. Internal moderation will be a means to ensure a fair, valid and reliable assessment process External moderationThe MERSETA appoints the external moderator out of the list of moderators registered by providers with MERSETA. External moderation will be a means for ensuring that two or more constituent providers deliver the same “standard” of consistency when assessing Cross-sectoral moderation:The means of SAQA to ensure no “standard drift” between SETAs/ETQAs appointed to quality assure the same qualifications and unit standards Moderation

35. Training Providers

36. The Stages Of Provider Accreditation Or Learning Programme Approval The stages are defined as:- Accreditation or learning programme approval: This means that an organisation meets all the conformance requirements. In this case, an organisation will be accredited or will obtain learning programme approved for a period of five years. At the beginning of the last (5th) year, a provider will have to re-apply for accreditation or learning programme approval Provisional accreditation or learning programme approval:This means that an organisation meets the minimum requirement(s). This provisional period will be based on a mutual agreement between the MERSETA and a provider and will depend on the ability of a provider to develop and implement the full range of quality assurance systems, policies and procedures. Provisional accreditation / approval will be for a maximum period of two years Training Providers

37. Certification The MERSETA will certify accredited providers against specific Manufacturing, Engineering and Related Services registered unit standards and/or qualifications. In cases of lost or destroyed certificates, the accredited provider can re-apply for a duplicate certificate. Quality Assurance Quality assurance refers to the sum of activities that assure the quality of products and services at the time of production or delivery. A monitoring site visit will be conducted annually or when stakeholders or customers raise concerns. Ten percent (10%) of summative assessments will be validated on site. An audit will be conducted against the MERSETA criteria for any non-conformance reported during a monitoring or auditing site visit. Training Providers

38. The accreditation criteria for providers as stipulated by SAQA are as follows: The organisation should register as a provider in terms of the relevant legislation at the time of applying for accreditation. The organisation should have a quality management system that includes, but is not limited to, quality management policies, procedures and review mechanisms. The organisation should have the capacity to develop, deliver and evaluate learning programmes leading to specified registered standards or qualifications, including: The necessary financial, administrative and physical resources Policies and practices for staff selection, appraisal and development Policies and practices for the management of off-site practical or work site components Policies and practices for the management of assessment Reporting and record keeping procedures The ability to achieve the desired outcomes, using specified resources and procedures to develop, deliver and evaluate learning programmes, which lead to specified unit standards and/or qualifications. Training Providers

39. A visit to MERSETA to discuss the following: Registration of training providers, assessors Proposing that SAFPA play a role in the moderation and quality assurance process and how best this can be done How quickly can these processes be fast tracked through MERSETA Can we have a MoU with MERSETA in order to process a quickly as possible The next stages

40. Training and assessment guidelines for the new unit standards: Discussion with Wayne Langford (Head of SGG) how best to go about this without being long and drawn out Meeting to be held by SGG to discuss implementation of above Prepare the training and assessment guidelines for presentation to MERSETA and industry Breakdown the qualifications into sub sections to suit hose & fittings etc The next stages

41. Marketing of the qualification: Important to get a buy in from the industry Beneficial if we get the end user companies to buy in to qualification as well SAFPA to do marketing campaign once the registration process is complete Fluid Power School ???? The next stages